The Practice of Teaching A Guide to Start Learning to Teach The Practice of Teaching - A Guide to Start Learning to Teach has written to help students of English Education Department who are preparing the practice of teaching for microteaching and internship program. The structure of this book is arranged based on the course outline of TEFL 3 - Microteaching (The Practice of Teaching), which is one of requirement subjects for prospective teachers in The University of Muhammadiyah Prof. Dr. HAMKA - UHAMKA, to complete their study. This book consists of practical information and guidance to understand some documents including the terms in used at school, such as curriculum, syllabus, basic competence, lesson plan, and so forth. It is also provided tips and suggestion from some English Language Teaching (ELT) experts about how to start teaching English. Each unit concludes with summary, exercises, and references. There is also a bibliography and an appendix.
The Practice of Teaching A Guide to Start Learning to Teach
THE ENGLISH EDUCATION DEPARTMENT FKIP - UHAMKA / 2017
A GUIDE TO START LEARNING TO TEACH
NURHANDAYANI S. TRI SETYANINGSIH
Copyrights
i
Dedication
For my students of The English Education Department
ii
Acknowledgements First of all I would like to share my greatest gratitude to Allah, The almighty, who has given me health, capability, and opportunity to write and finish this book. I am especially grateful to my husband Geong, my children, Gesang and Almira for supporting me throughout my career and writing this book. They have been my inspiration for improving knowledge and career. I would like to thank to Tri Setyaningsih and Siffa Ramadani, my team, who has contributed knowledge and ideas in writing this book. Thanks for devoting their time and effort towards this book. Thanks to all colleagues and students in English Education Study Program at Muhammadiyah University of Prof. Dr. HAMKA who have been important part in my professional development. I hope this book is useful to all students to help them developing their teaching skill. I would like to especially thank to Dr Desvian Bandarsyah, Dr Sri Astuti, Dr Chandrawati, Dr Izza Rahman, Drs. Zuhad Ahmad, M.Pd. and Silih Warni iii
Ph.D. who have assigned and motivated me from the beginning of the process until the completion of this book. I appreciate that they believe in me to provide the leadership and knowledge to make this book a reality. They are a great person and a scholar; without them, this book may not have been written. Thanks for everything. I look forward to have ideas, suggestion, and critics to make this book better.
iv
TABLE OF CONTENT COVER PAGE ACKNOWLEDGEMENT TABLE OF CONTENT LIST OF APPENDICES PRELIMINARY
UNIT 1
………………………………………………. ………………………………………………. ………………………………………………. A. Course Subject Description B. Subject Requirements ……. C. The Course Outline ………….. D. The Course Instruction…….. 1. Student Instruction…… 2. Teacher Instruction…… E. Learning Outcomes………….. INTRODUCTION TO TEACHING
iv v
PRACTICE - The Curriculum and Syllabus
3
1 1 1 2 2 2 2
A. The Overview ……………………………….. 3 B. The Relevant ………………………………..
3
C. The Learning Outcomes ………………..
3
The Curriculum and Syllabus ……………….
5
1. From KTSP to 2013 Curriculum (K13) …………………………………………….
5
a. KTSP and Its Implementation…….
5
b. 2013 Curriculum (K13) ………………
6
c. Revised Edition of 2013 Curriculum (K13 Revisi) ………… v
10
2. The English Syllabus based on K13 a. Early K13 based Syllabus ………..
11 11
b. K13 Revised-Edition-based
UNIT 2
UNIT 3
Syllabus ………………………………….
14
D. Summary ………………………………………
16
E. References …………………………………..
18
F. The Formative Test and Answer Key
19
THE ENGLISH SYLLABUS, LESSON PLAN, AND ITS COMPONENTS ………………………. A. The Overview ………………………………. B. The Relevant………………………………… C. The Learning Outcomes ………………. The English Syllabus, Lesson Plan, and Its Components …………………………………. 1. Language Skills and Competencies in a Syllabus …………………………………. 2. The Lesson Plan …………………………… 3. The Bloom's Taxonomy and The Action Verbs ………………………………… D. Summary ……………………………………… E. References ………………………………….. PLANNING A LESSON ………………………… A. The Overview ………………………………. B. The Relevant ……………………………….. C. The Learning Outcomes ………………. Planning a Lesson …………………………….. 1. The Components of a Lesson Plan .. vi
22 22 22 22 24 24 45 46 51 53 55 55 55 56 57 57
UNIT 4
2. Getting Organized ………………………… 3. Planning a Series of Lesson Focusing on Two Language Skills ….. 4. Some Consideration While Completing the Lesson Plan …………. 5. Developing a set of Instrument for Evaluation…………………………………….. 6. References ………………………………….. DEVELOPING SKILLS AND STRATEGY DURING TEACHING PRACTICE …………….. A. The Overview ……………………………….. B. The Relevant ………………………………… C. The Learning Outcomes ……………… Developing Skills and Strategy through Teaching Practice ……………………………… 1. Before Teaching Performance ……. 2. The Microteaching Session …………. D. References …………………………………..
vii
70 73 77 82 86 88 88 88 88 91 91 95 97
LIST OF TABLES
viii
LIST OF CHARTS
ix
ABREVIATION
x
PRELIMINARY A. Course Subject Description The TEFL 3 - Microteaching (The Practice of Teaching) is a subject which facilitates students of English Education Department to have knowledge of curriculum and syllabus as well as training to analyze syllabus and lesson plan which are relevant to English teaching, and practice the lesson plan in a microteaching session. B. Subject Requirements The students who are willing to take the TEFL 3 class must have completed: 1.
TEFL 1 - The History and Methodology in ELT
2.
TEFL 2 - Current Issues and Methodology in ELT
3.
Curriculum and Material Development
4.
Language Testing Development
C. The Course Outline This subject is developed to give students knowledge of curriculum, syllabus, lesson plan, and terminologies which are used in those school documents. The students should also have proficiency to arrange and
1|Page
practice the lesson plan and perform it in front of the class. D. The Course Instruction 1. Student Instruction Students can make use of this book as guidance to understand and arrange their lesson plan. 2. Teacher Instruction The teacher has responsibility to explain and supervise the students during the process of teaching and learning and building the lesson plan. E. Learning Outcomes At the end of the term, students are expected to be able to: 1. understand the principles of English language teaching and learning; 2. understand and elaborate KD and IPK which are stated in English syllabus; 3. plan and arrange a lesson plan based on particular syllabus; 4. prepare and make use of teaching aids; 5. implement and practice the teaching principles of ELT through microteaching
2|Page
UNIT 1 INTRODUCTION TO TEACHING PRACTICE THE CURRICULUM AND SYLLABUS A. The Overview This chapter provides some basic information needed to have understanding of curriculum and syllabus. It addresses the brief story of three curriculum and syllabus that have been implemented in Indonesia. They are KTSP, 2013 Curriculum, and 2013 Curriculum Revised Edition. This chapter also presents some comparisons between those three curriculums in order to give clear understanding of the differences among them. B. The Relevant As a teacher, the understanding of curriculum is useful in the process of designing, conducting, and assessing learning. Furthermore, the learning adjectives can be stated clearly. C. The Learning Outcomes By the end of this session, students are expected to be able to analyze the syllabus, throughout: 3|Page
1. Explaining important terms in syllabus including Standar Isi (SI), Standar Kompetensi (SK), Kompetensi Inti (KI), and Kompetensi Dasar (KD); 2. Determining skills in the syllabus which should be achieved as learning objectives; 3. Determining competences based on the syllabus that which is used at school; 4. Deciding what indicators of achievement that appears when the objective is accomplished.
4|Page
The Curriculum and Syllabus ================================================== 1. From KTSP to 2013 Curriculum (K13) The curriculum refers to the total program of formal studies (Richards, Jack C.; Schmidt, Richards, 2002). It is also used as a guideline in achieving the learning objectives. There are various curriculums that have been implemented in Indonesia. One of them is KTSP (Kurikulum Tingkat Satuan Pendidikan). KTSP was compiled as the result of decentralization where the school and teachers has a right to design and develop the curriculum based on the school’s potential, problems, and needs. Therefore, this curriculum is also known as school based curriculum. As the time goes, the revision of the curriculum is a must. Basically, it happens to face the new challenge and prepare students competing with global citizens. Hence, the 2013 Curriculum (K13) offers some revisions which are going to replace the KTSP. The following is the brief explanation of curriculums which are used in some schools in Indonesia. a. KTSP and Its Implementation 5|Page
KTSP is the renewed curriculum of the previous one, KBK (Kurikulum Berbasis Kompetensi). It is launched on 7th of July 2006 and firstly applied in the academic year of 2006/2007. KTSP is a school based curriculum which developed by the school based
on
the
situation,
potential,
regional
characteristics, and social of the school. Hence, the school deserves to make a plan of teaching and learning process. KTSP focuses on the competences that have to
be
accomplished
by
the
students.
Those
competences are stated in Standar Kompetensi (SK) and Kompetensi Dasar (KD). Standar Kompetensi (SK) is a description of all competences, knowledge, attitude mastered by the students in the end of teaching learning process. Meanwhile, Kompetensi Dasar (KD) is the competences of specific subjects. (Kebudayaan, 2013) SK and KD are elaborated from Standar Isi (SI) as its reference. As the renewed curriculum, KTSP has it own characteristic. Therefore, the following details display some characteristic of it. 6|Page
✓ KTSP can stimulate schools and teacher to be more creative in arranging programs that are the most needed by the students; ✓ This curriculum uses three stages as its standard learning elaboration,
activity, and
namely confirmation.
exploration, Begin
with
exploration, students have to observe and find information by reading books, watching videos, listening to audios, conducting experiment, and other activities. Next, elaboration is a stage when students need to make conclusion based on the information they got. The last stage is confirmation where students require presenting their conclusion in front of class; ✓ Assessment standard of this curriculum is only based on students’ knowledge. This is one of the points that are revised in 2013 Curriculum; ✓ Since the school has a right to design the curriculum, it also allows the school to choose any textbook that is suitable. Furthermore, all the documents, such as lesson plan, are all prepared by the teacher. 7|Page
b. 2013 Curriculum (K13) Launched officially in July, 15, 2013, and begun in the academic year of 2013/2014, the 2013 Curriculum (K13) is believed to be "an enhancement" of the earlier curriculum, KTSP. The K13 is not simply implemented in all schools. There are some schools which were exclusively chosen by the government to apply this curriculum as a trial. Comparing to the KTSP, some distinctions can be highlighted. The following points show those distinctions (Kurniasih, Imas; Sani, Berlin, 2014). 1) Firstly, this curriculum requires students to actively participate in the class. The students are expected to be active, creative, and innovative in teaching and learning process. 2) Standar Kompetensi Lulusan (SKL) is firstly decided
and
it
becomes
a
guideline
in
determining Standar Isi (SI), Kompetensi Inti (KI), and Kompetensi Dasar (KD). 3) Authentic assessment happens to be the assessment standard which covers all of the
8|Page
competences; attitude, skills, and knowledge, based on the process and outcomes. 4) The learning process is contextual. It means that the students can involve the surrounding situation and phenomena happen recently as the topic or example that can be discussed in the class. 5) The subjects are less than the previous curriculum, while the time allocation is more. 6) Books and all documents are prepared by the government, so that it can stimulate teachers to read more and apply the cultural literacy. It can also help teachers to gain the ability of arranging lesson plan and implementing scientific approach in the class. (Kurniasih, Imas; Sani, Berlin, 2014) 7) Learning activity that is used in scientific approach. There are five stages; observing, where students listen, see, or watch real objects; questioning, where students may ask questions to the teacher about the topic; exploring, collecting information for many sources, such as books and website, would be necessary in this 9|Page
stage; associating, it involves students to make conclusion; communicating, where the students need to tell or show their conclusion in front of the
class.
Perhaps,
this
is
one
of
the
characteristics of K13. (Kurniasih & Sani, 2014) 8) Emphasizing character building that is integrated to learning process. c. Revised Edition of 2013 Curriculum (K13 Revisi) The revision focuses on the relation of KI and KD. Meanwhile, in arranging lesson plan, there are four components that need to be involved; PPK (Penguatan
Pendidikan
Karakter),
Literacy,
4C
(Creative, Critical thinking, Communication, and Collaborative), and HOTS (Higher Order Thinking Skill) (Kemendikbud, infokemendikbud, 2017) Furthermore, in the syllabus, KI 1 and 3 are not elaborated into KD. They can be achieved through indirect teaching in form of role model, habit, and school culture which should be suitable to subject characteristic and students’ need. In addition, developing students’ attitude competence is done during the learning process. It also could be teachers’ 10 | P a g e
consideration in order to reinforce students’ character building. (Kemendikbud, 2016) 2. The English Syllabus based on K13 a. Early K13 based Syllabus This syllabus consists of six columns, namely; Kompetensi Dasar (KD), learning materials, learning stages, assessment, time, and sources.
English Syllabus for Tenth Grade Based on K13
The table above is the example of a syllabus of Tenth Grade based on K13. The followings are the explanation of each column. 1) Kompetensi Isi (KI) or Core Competence Kompetensi Isi (KI) is a description of all competences, knowledge, attitude should be achieved by the students at the end of 11 | P a g e
teaching-learning process. It is presented in the first section under the identity of the subject and class. Furthermore, this KI is general which means every subject has the same KI to be reached. 2) Kompetensi Dasar (KD) or Basic Competence Kompetensi Dasar contains competences of each specific subject. It is shown on the first column of the table. This KD decides what is written in the next column, materials. 3) Materials Specific materials are presented in next column. Those materials are elaborated according to the KD that is going to be achieved in each meeting. 4) Learning Stages This section portrays the stages of scientific approach; observing, questioning, exploring, associating, and communicating. In this column, each stage is explained in detail. For example,
the
first
stage
of
scientific
approach, observing, requires teachers to 12 | P a g e
show variety of real objects, such as picture, video, or audio. The next stage, questioning, the students can freely ask questions to the teacher related to the material they are learning. Mostly, the learning activity used is only scientific approach. As it is mentioned, this is the main characteristic of K13. However, it does not mean the teacher cannot use other methods in the class. For example, combining the scientific approach with collaborative leaning is possible to do by the teacher in the class. 5) Assessment This section provides information of the criteria of the assessment and how it is conducted. 6) Time. How many meetings the topic and how long the class takes place are presented in this column. 7) Source 13 | P a g e
The various sources of the material are shown in this column. They can be books, videos, audio, website, or any materials made by the teacher. b. K13 Revised Edition based Syllabus There are some different parts between this revised syllabus and the previous one. Some are omitted. Meanwhile, others are replaced with other terms. To begin with, this syllabus has simpler format that makes the layout is more efficient. It does not have too many pages but the substances, the material sequences, and the competences of it are not neglected. Since
this syllabus is flexible and
contextual, it offers the opportunity for the teacher to evolve and hold teaching and learning process. Unlike the previous syllabus, the revised syllabus does not show the KI. The KI, including attitude, spiritual, and social competences, is gained through indirect teaching. It can be in form of exemplary, habit, and school culture taking into
14 | P a g e
account to the characteristic of the subject and students’ needs and situations. Furthermore, this syllabus only possesses three components which are presented in three columns. They are KD, material, and learning activity. Time is shown under the grade and it is not included in the table. On the other hand, assessment and sources columns are disregarded from the table. Clearly, this syllabus format is simpler.
The picture shows that the syllabus the competences are divided and elaborated into three columns. 1) Kompetensi Dasar (KD) 15 | P a g e
There is no significant difference with the previous version. KD is still shown as the first column in the syllabus. KD still becomes the component for elaborating learning materials and activities. 2) Materials The second column is, indeed, the materials. The materials are derived and developed based on the KD. 3) Learning Activity The crucial difference that should be highlighted is that scientific approach is not the only learning activity conducted in the class. In this revised edition, teachers can explore more the learning activity by combining other learning approaches, such as problem-based learning, project-based learning, and discovery learning. D. Summary Both
curriculum
and
syllabus
are
equally
important. They are changed and developed in order to answer and support global challenge facing by the
16 | P a g e
students. The following points sum up the three curriculums applied in Indonesia, 1. KTSP
is
a
curriculum
that
emphasizes
competences. It can be seen in its SK and KD. KTSP provides big opportunity to the school to design a curriculum and syllabus based on school’s needs and environment. 2. K13, as a renewed curriculum, emphasizes not only the competences that should be achieved by the students but the character building which is integrated in the learning process. The learning activity used is scientific approach, which can be collaborated with other methods, such as problem based learning, requires students to be more active in the class. The learning activity is thoroughly described in the syllabus which prepared by the government. 3. The newest revision is K13 revised edition. It enforces more the character building and put more consideration on the relationship of KI and KD. It can be seen that K13 revised edition involves four components; PPK (Penguatan 17 | P a g e
Pendidikan Karakter), Literacy, 4C (Creative, Critical
thinking,
Communication,
and
Collaborative), and HOTS (Higher Order Thinking Skill) in the syllabus which are conducted during learning process. E. Bibliography CELT. (2016, December 2). Retrieved September 15, 2017, from Iowa State University: http://www.celt.iastate.edu/?s=taxonomy+for+learning Harmer, J. (2012). Essential Teacher Knowledge: Core Concept in English Language Teaching. Essex: Pearson Education Limited. Kebudayaan, K. P. (2013). Kurikulum 2013 Kompetensi Dasar Sekolah Menengah Atas (SMA) / Madrasah Aliyah. Jakarta: Kementrian Pendidikan dan Kebudayaan. Kemendikbud. (2017, 7 24). Retrieved 9 17, 2017, from infokemendikbud: http://www.infokemendikbud.com/2017/07/pentinginilah-perbedaan-revisi-k13.html?m=1 Kemendikbud. (2016). Silabus Mata Pelajaran Sekolah Menengah Atas / Madrasah Aliyah / Sekolah Menengah Kejuruan / Madrasah Aliyah Kejuruan (SMA/MA/SMK/MAK) . Mata Pelajaran Bahasa Inggris , 7. 18 | P a g e
Kurniasih, I., & Sani, B. (2014). Sukses Mengimplementasikan Kurikulum 2013 Memahami Berbagai Aspek Dalam Kurikulum 2013. Surabaya: Kata Pena. Kurniasih, Imas; Sani, Berlin. (2014). Implementasi Kurikulum 2013 Konsep & Penerapan. Surabaya: Kata Pena. Ranoptri, D. (2017, May 20). Silabus Kurikulum 2013 SMA/MA Revisi 2016 Mapel Wajib Dan Peminatan Update Tahun Pelajaran 2016/2017. Retrieved September 11, 2017, from Kurikulum 2013 Web site: http://www.kurikulum2013.net/ Richards, Jack C.; Schmidt, Richards. (2002). Dictionary of Language Teaching & Applied Linguistics. London: Pearson Education Limited. F. The Formative Test and Answer Key Exercise 1 Cross "T" if you think the statement is True and "F", if it is considered False! 1. KTSP was applied before KBK
T
F
2. KTSP emphasize more in competences that T should be achieved in the end of teaching and learning process 3. KTSP focuses on students’ knowledge as its T standard assessment
F
19 | P a g e
F
4. KTSP allows the school to design a curriculum which is suitable to their environment 5. Scientific Approach is K13’s main characteristic 6. K13 has more subject to be learned than KTSP 7. School may choose any book as the main sources of learning 8. K13 emphasizes students’ character building which integrated into the learning process 9. K13 Revised Edition requires students to apply Higher Order Thinking 10. K13 Revised Edition reinforces character building as its revision and perfection
T
F
T
F
T
F
T
F
T
F
T
F
T
F
Exercise 2 Match the statements in A with the words/sentences in B!
A 1. Competences of specific subject that need to achieved 2. Three stages of learning; exploration, elaboration, and confirmation 3. A reference for KI and KD
B A. Kompetensi Inti B. Early K13 C. Standar Isi D. Kompetensi Dasar E. Syllabus
20 | P a g e
4. Stimulate students to have F. KTSP good critical thinking G. Curriculum 5. A guideline to reach the H. K13 Revised Edition goal of learning
21 | P a g e
UNIT 2 THE SYLLABUS, LESSON PLAN, AND ITS COMPONENTS A. The Overview Referring to the 2013 Curriculum (K13) in Unit 2, the syllabus of English has more detail components comparing to the curriculum. A syllabus contains a list of language or other particular lesson substances, such as a list of grammar items, a list of tasks, a list of language functions, and so forth (Harmer J. , 2012). This unit elaborates some components and terminologies related to syllabus and lesson plans' components. B. The Relevant The knowledge of syllabus, lesson plan and its components gives students understanding of the content of syllabus and lesson plan in order to arrange their own personal ones. C. The Learning Outcomes By the end of this session you are expected to be able to: 1. explain the basic competence stated in syllabus; 2. state the components in Lesson Plan (RPP);
22 | P a g e
3. explain the accomplishment indicators of each competence; 4. explain a scenario of a lesson plan.
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The English Syllabus, Lesson Plan, and Its Components ====================================== 1. Language Skills and Competencies in a Syllabus The language skills and competencies are stated in a syllabus in different ways. Inside the syllabus of English,
it
is
elaborated
the
competences. The
competences are separated to two (2): the Core Competence (KI) and Basic Competence (KD). The KI has four (4) elements; KI-1 until KI-4. The KI-1 and KI-2 which are the social and spiritual competences, are not explicitly elaborated into KD. The competences are taught indirectly. They are developed and integrated in the process of learning in the class. KI-3 and KI-4 are related
to
measurable,
knowledge. it
is
Since
elaborated
the into
knowledge some
is
basic
competences (KD). As a reference, the first and second core competences (KI-1 and KI-2) are described as expected behavior and attitudes which are able to reflected during the process of teaching-learning process. They are not elaborated into KD. The following table shows us the 24 | P a g e
description of first KI-1 and KI-2 of English Syllabus of Senior High Schools (SMA, SMK, and MA) for X, XI, and XII grade. Kelas X
Kelas XI
Kelas XII
1. Menghargai dan menghayati ajaran agama yang dianutnya
1. Menghargai dan menghayati ajaran agama yang dianutnya
1. Menghargai dan menghayati ajaran agama yang dianutnya
2. Menunjukkanperilaku jujur, disiplin, tanggungjawab, peduli (gotong royong, kerjasama, toleran, damai), santun, responsif dan pro-aktif dan menunjukkan sikap sebagai bagian dari solusi atas berbagai permasalahan berinteraksi secara efektif dengan lingkungan sosial dan alam serta dalam menempatkan diri sebagai cerminan bangsa dalam pergaulan dunia.
2. Menunjukkanperilaku jujur, disiplin, tanggungjawab, peduli (gotong royong, kerjasama, toleran, damai), santun, responsif dan pro-aktif dan menunjukkan sikap sebagai bagian dari solusi atas berbagai permasalahan berinteraksi secara efektif dengan lingkungan sosial dan alam serta dalam menempatkan diri sebagai cerminan bangsa dalam pergaulan dunia.
2. Menunjukkanperilaku jujur, disiplin, tanggungjawab, peduli (gotong royong, kerjasama, toleran, damai), santun, responsif dan pro-aktif dan menunjukkan sikap sebagai bagian dari solusi atas berbagai permasalahan berinteraksi secara efektif dengan lingkungan sosial dan alam serta dalam menempatkan diri sebagai cerminan bangsa dalam pergaulan dunia.
(Ranoptri, 2017)
Those first and second core competences formulation above are not elaborated into KD. They are integrated in the classroom activities and expected to be 25 | P a g e
achieved through modeling and indirect teaching. It can be used for students' characteristics development. The third and fourth core competences (KI-3 and KI-4) are linked to the knowledge of the subject matter. The following is the description of KI-3 and KI-4. Kelas X
Kelas XI
Kelas XII
3.Memahami,mene rapkan, dan menganalisis pengetahuan faktual, konseptual,dan prosedural berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya, dan humaniora dengan wawasan kemanusiaan, kebangsaan, kenegaraan, dan peradaban terkait penyebab fenomena dan kejadian, serta menerapkan pengetahuan prosedural pada bidang kajian yang spesifik sesuai dengan bakat dan minatnya untuk
3.Memahami, menerapkan, dan menganalisis pengetahuan faktual, konseptual, prosedural, dan metakognitif berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya, dan humaniora dengan wawasan kemanusiaan, kebangsaan, kenegaraan, dan peradaban terkait penyebab fenomena dan kejadian, serta menerapkan pengetahuan prosedural pada bidang kajian yang spesifik sesuai dengan bakat dan minatnya untuk memecahkan masalah.
3.Memahami,menera pkan, menganalisis, dan mengevaluasi pengetahuan faktual, konseptual, prosedural, dan metakognitif berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya, dan humaniora dengan wawasan kemanusiaan, kebangsaan, kenegaraan, dan peradaban terkait penyebab fenomena dan kejadian, serta menerapkan pengetahuan prosedural pada bidang kajian yang spesifik sesuai dengan bakat dan minatnya untuk memecahkan masalah.
26 | P a g e
Kelas X
Kelas XI
Kelas XII
4. Mengolah, menalar, dan menyaji, dalam ranah konkret dan ranah abstrak terkait dengan pengembangan dari yang dipelajarinya di sekolah secara mandiri serta bertindak secara efektif dan kreatif, dan mampu menggunakan metoda sesuai kaidah keilmuan.
4. Mengolah, menalar, menyaji, dan mencipta dalam ranah konkret dan ranah abstrak terkait dengan pengembangan dari yang dipelajarinya di sekolah secara mandiri serta bertindak secara efektif dan kreatif, dan mampu menggunakan metoda sesuai kaidah keilmuan.
memecahkan masalah. 4. Mengolah, menalar, dan menyaji, dalam ranah konkret dan ranah abstrak terkait dengan pengembangan dari yang dipelajarinya di sekolah secara mandiri dan mampu menggunakan metoda sesuai kaidah keilmuan.
(Ranoptri, 2017)
The detail of KI-3 and KI-4 are elaborated into some KDs which is based on the assumption that English has its function in students' daily life in form of texts, it means it includes the concept of genre text. The text is a mean of communication and thinking. Its organization and language components have characteristics based on the context. As a matter of facts, communicating is a set of activities of problem solving, exploration, and discovery.
27 | P a g e
Afterward, based on the language function, the formulation of KD is set referring to the three kinds of text: (1) interpersonal, (2) transactional, and (3) functional. The following is a list of texts which is covered in a high school's curriculum; the SMS, SMK, and MA. TEKS INTERAKSI INTERPERSONAL -
Ucapan selamat dan memuji bersayap (extended), serta menanggapinya (10) TEKS INTERAKSI TRANSAKSIONAL
-
-
-
-
Jati diri, dengan memperhatikan unsur kebahasaan pronoun, subjective, objective, possessive (10) Niat melakukan suatu tindakan/kegiatan, dengan memperhatikan unsur kebahasaan kata kerj bantu modal be going to, would like to (10) Keadaan/tindakan/kegiatan/kejadian yang dilakukan/terjadi di waktu lampau yang merujuk waktu terjadinya dan kesudahannya, dengan memperhatikan kata kerja dalam bentuk simple past tense vs present perfect tense (10) Saran dan tawaran, dengan memperhatikan kata kerja bantu modal should dan can (11) Pendapat dan pikiran, dengan memperhatikan unsur kebahasaani think, I suppose, in my opinion (11) Hubungan sebab akibat, dengan memperhatikan unsur kebahasaan because of ..., due to ..., thanks to ... (11) Keadaan/tindakan/kegiatan/ kejadian tanpa perlu menyebutkan pelakunya dalam teks ilmiah, dengan memperhatikan kata kerja dalam bentuk passive voice (11) Menawarkan jasa, dengan memperhatikan ungka[pan May I help you?, What can I do for you? What if ...? (12) Pengandaian diikuti oleh perintah/saran, dengan memperhatikan unsur kebahasaan if dengan imperative, can, should (12)
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TEKS FUNGSIONAL KHUSUS -
Pemberitahuan (announcement), terkait kegiatan sekolah (10) Lirik lagu terkait kehidupan remaja sma/ma/smk/mak /smk/mak (10) Undangan resmi dengan memberi dan meminta informasi terkait kegiatan sekolah/tempat kerja (11) Surat pribadi, terkait kegiatan diri sendiri dan orang sekitarnya (11) Lirik lagu terkait kehidupan remaja SMA/MA/SMK/MAK (11) Surat lamaran kerja (12) Teks caption menyertai gambar/foto/tabel/grafik/bagan (12) Manual penggunaan teknologi dan kiat-kiat (tips) (12) Lirik lagu terkait kehidupan remaja SMA/MA/SMK/MAK (12) TEKS FUNGSIONAL
-
Teks deskriptif, terkait tempat wisata dan bangunan bersejarah terkenal(10) Recount, terkait peristiwa bersejarah (10) Naratif, terkait legenda rakyat (10) Eksposisi analitis terkait isu aktual. (11) Explanation terkait gejala alam atau sosial yang tercakup dalam mata pelajaran lain di kelas xi (11) Prosedurdalambentuk manual (12) News itemterkait berita sederhana dari koran/radio/tv (12)
(Ranoptri, 2017)
In order to breakdown the KD into a syllabus, there is an illustration which can be used to elaborate it.
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Figure 1. The English Syllabus development
The figure shows that, the English curriculum is developed referring to the core competence. The core competences
consist
the
aspects
of
attitudes,
knowledge, and skills, which is resulting the basic competence. Then the basic competences are developed in order to help students being able to use English in appropriate context. In the English teaching-learning activities are conducted based on some approaches, such as: problem based learning, discovery learning, explorative learning, 30 | P a g e
and other language teaching approaches. Derived from the approaches, the learning process needs cover up some
activities,
including:
observing,
questioning,
gathering information, association, and communicating which can be done at any order. Based on the K13, evaluation process and learning outcome are conducted based on some principles: (1) it should be integrative and (2) the evaluation of attitude is carried out focusing on the ongoing process. Related to kind of texts, students are expected to explore what in their environment are as the object for learning. For example: when students who live in tourism area learn about descriptive text, the teacher leads them to describe and promote the culture, food, and other particular things in their surroundings. A report text can be the media to learn create encyclopedia of local flora and fauna. In detail, knowledge and skill competences is elaborated into three part, the basic competence, learning materials, and learning activities. The following
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table shows the elaboration of KI-3 and KI-4 into some basic competences in Class X Senior School. Table 1 The Elaboration of English Subject at Senior High School , X Grade Kegiatan Kompetensi Dasar Materi Pembelajaran Pembelajaran 3.1 Menerapkan fungsi sosial, struktur teks, dan unsur kebahasaan teks interaksi transaksional lisan dan tulis yang melibatkan tindakan memberi dan meminta informasi terkait jati diri dan hubungan keluarga, sesuai dengan konteks penggunaannya. (Perhatikan unsur kebahasaan pronoun: subjective, objective, possessive) 4.1 Menyusun teks interaksi transaksional lisan dan tulis pendek dan sederhana yang melibatkan tindakan memberi dan meminta informasi terkait jati diri, dengan memperhatikan fungsi sosial,
• Fungsi Sosial Mengenalkan, menjalin hubungan interpersonaldeng an teman dan guru • Struktur Teks - Memulai - Menanggapi (diharapkan/di luar dugaan) • Unsur Kebahasaan - Sebutan anggota keluarga inti dan yang lebih luas dan orang-orang dekat lainnya; hobi, kebiasaan - Verba: be, have, go, work, live (dalam simple present tense) - Subjek Pronoun: I, You, We, They, He, She, It - Kata ganti possessive my, your, his, dsb. - Kata tanya
- Menyimak dan menirukanbebera pa contoh interaksi terkait jati diri dan hubungan keluarga, dengan ucapan dan tekanan kata yang benar - Mengidentifikasi ungakapanungkapan penting dan perbedaan antara beberapa cara yang ada - Menanyakan halhal yang tidak diketahui atau yang berbeda. - Mempelajari contoh teks interaksi terkait jati diri dan hubungan keluarganya yang dipaparkan figurfigur terkenal. - Saling menyimak dan bertanya jawab tentang
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Kompetensi Dasar struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks
Materi Pembelajaran Who? Which? How? Dst. - Nomina singular dan plural dengan atau tanpa a, the, this, those, my, their, dsb. - Ucapan, tekanan kata, intonasi, ejaan, tanda baca, dan tulisan tangan
Kegiatan Pembelajaran jati diri masingmasing dengan teman-temannya - Melakukan refleksi tentang proses dan hasil belajarnya
• Topik Deskripsi diri sendiri sebagai bagian dari keluarga dan masyarakat yang dapat menumbuhkanperi laku yang termuat di KI 3.2 Menerapkan fungsi sosial, struktur teks, dan unsur kebahasaan teks interaksi interpersonal lisan dan tulis yang melibatkan tindakan memberikan ucapan selamat dan memuji bersayap (extended), serta menanggapinya,
• Fungsi Sosial Menjaga hubungan interpersonal dengan guru, teman dan orang lain. • Struktur Teks - Memulai - Menanggapi (diharapkan/di luar dugaan)
- Menyimak dan menirukan beberapa contoh percakapan mengucapkan selamat dan memuji bersayap (extended) yang diperagakan guru/rekaman, dengan ucapan dan tekanan kata yang benar
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Kompetensi Dasar
Materi Pembelajaran
sesuai dengan konteks penggunaannya
• Unsur Kebahasaan
4.2 Menyusun teks interaksi interpersonal lisan dan tulis sederhana yang melibatkan tindakan memberikan ucapan selamat dan memuji bersayap (extended), dan menanggapinya dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks
- Ungkapan memberikan ucapan selamat dan memuji bersayap (extended), dan menanggapinya - Nomina singular dan plural dengan atau tanpa a, the, this, those, my, their, dsb. - Ucapan, tekanan kata, intonasi, ejaan, tanda baca, dan tulisan tangan • Topik Interaksi antara guru dan peserta didik di dalam dan di luar kelas yang melibatkan ucapan selamat dan pujian yang dapat menumbuhkanperi laku yang termuat di KI
3.3 Menerapkan fungsi sosial, struktur teks, dan unsur kebahasaan teks interaksi transaksional lisan
• Fungsi Sosial Menyatakan rencana, menyarankan, dsb.
Kegiatan Pembelajaran - Bertanya jawab untuk mengidentifikasi dan menyebutkan ungkapan pemberian selamat dan pujian serta tambahannya, n mengidentifikasi persamaan dan perbedaannya - Menentukan ungkapan yang tepat secara lisan/tulis dari berbagai situasi lain yang serupa - Membiasakan menerapkan yang sedang dipelajari. dalam interaksi dengan guru dan teman secara alami di dalam dan di luar kelas. - Melakukan refleksi tentang proses dan hasil belajar - Mencermati beberapa contoh interaksi terkait niat melakukan suatu tindakan/kegiata
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Kompetensi Dasar dan tulis yang melibatkan tindakan memberi dan meminta informasi terkait niat melakukan suatu tindakan/kegiatan, sesuai dengan konteks penggunaannya. (Perhatikan unsur kebahasaanbe going to, would like to) 4.3 Menyusun teks interaksi transaksional lisan dan tulis pendek dan sederhana yang melibatkan tindakan memberi dan meminta informasi terkait niat melakukan suatu tindakan/kegiatan, dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks
Materi Pembelajaran
Kegiatan Pembelajaran
• Struktur Teks - Memulai - Menanggapi (diharapkan atau di luar dugaan)
-
• Unsur Kebahasaan - Ungkapan pernyataan niat yang sesuai, dengan modalbe going to, would like to - Nomina singular dan plural dengan atau tanpa a, the, this, those, my, their, dsb. - Ucapan, tekanan kata, intonasi, ejaan, tanda baca, dan tulisan tangan
-
-
• Topik Interaksi antara guru dan peserta didik di dalam dan di luar kelas yang melibatkan pernyataan niatyang dapat menumbuhkan perilaku yang termuat di KI
-
-
n dalam/denganta mpilan visual(gambar, video) Mengidentifikasi dengan menyebutkan persamaan dan perbedaan dan dari contohcontoh yang ada dalam video tersebut, dilihat dari isi dan cara pengungkapanny a Bertanya jawab tentang pernyataan beberapa tokoh tentang rencana melakukan perbaikan Bermain game terkait dengan niat mengatasi masalah Membiasakan menerapkan yang sedang dipelajari. dalam interaksi dengan guru dan teman secara alami di dalam dan di luar kelas. Melakukan
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Kompetensi Dasar
Materi Pembelajaran
Kegiatan Pembelajaran refleksi tentang proses dan hasil belajar.
3.4 Membedakan fungsi sosial, struktur teks, dan unsur kebahasaan beberapa teks deskriptif lisan dan tulis dengan memberi dan meminta informasi terkait tempat wisata dan bangunan bersejarah terkenal, pendek dan sederhana, sesuai dengan konteks penggunaannya 4.4 Teks deskriptif 4.4.1 Menangkap makna secara kontekstual terkait fungsi sosial, struktur teks, dan unsur kebahasaan teks deskriptif, lisan dan tulis, pendek dan sederhana terkait tempat wisata dan bangunan bersejarah terkenal 4.4.2 Menyusun teks deskriptif lisan dan tulis, pendek dan
• Fungsi Sosial Membanggakan, menjual, mengenalkan, mengidentifikasi, mengkritik, dsb. • Struktur Teks Dapat mencakup - Identifikasi (nama keseluruhan dan bagian) - Sifat (ukuran, warna, jumlah, bentuk, dsb.) - Fungsi, manfaat, tindakan, kebiasaan • Unsur kebahasaan - Kosa kata dan istilah terkait dengan tempat wisata dan bangunan bersejarah terkenal - Adverbia terkait sifat seperti quite, very, extremely, dst. - Kalimat dekalraif dan interogatif
- Menyimak dan menirukan guru membacakan teks deskriptif sederhana tentang tempat wisata dan/atau bangunan bersejarah terkenaldengan intonasi, ucapan, dan tekanan kata yang benar. - Mencermati danbertanya jawab tentang contoh menganalisisdesk ripsi dengan alat seperti tabel, mind map, dan kemudian menerapkannya untuk menganalisis beberapa deskripsi tempat wisata dan bangunan lain - Mencermati cara mempresentasika n hasil analisis secara lisan, mempraktekkan di dalam
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Kompetensi Dasar sederhana, terkait tempat wisata dan bangunan bersejarah terkenal, dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan, secara benar dan sesuai konteks
Materi Pembelajaran dalam tense yang benar - Nomina singular dan plural secara tepat, dengan atau tanpa a, the, this, those, my, their, dsb. - Ucapan, tekanan kata, intonasi, ejaan, tanda baca, dan tulisan tangan • Topik Deskripsi tempat wisata dan bangunan bersejarah yang dapat menumbuhkanperi laku yang termuat di KI
3.5 Membedakan fungsi sosial, struktur teks, dan unsur kebahasaan beberapa teks khusus dalam bentuk pemberitahuan
• Fungsi Sosial Menjalin hubungan interpersonal dan akademik antar peserta didik, guru, dan sekolah
Kegiatan Pembelajaran kelompok masing-masing, dan kemudian mempresentasika n di kelompok lain - Mengunjungi tempat wisata atau bangunan bersejarah untuk menghasilkan teks deskriptif tentang tempat wisata atau bangunan bersejarahsetem pat. - Menempelkan teks di dinding kelas dan bertanya jawab dengan pembaca (siswa lain, guru) yang datang membacanya - Melakukan refleksi tentang proses dan hasil belajar. - Menyimak dan menirukan guru membacakan beberapa teks pemberitahuan (announcement) dengan intonasi, ucapan, dan
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Kompetensi Dasar (announcement), dengan memberi dan meminta informasi terkait kegiatan sekolah, sesuai dengan konteks penggunaannya 4.5 Teks pemberitahuan (announcement) 4.5 1 Menangkap makna secara kontekstual terkait fungsi sosial, struktur teks, dan unsur kebahasaan teks khusus dalam bentuk pemberitahuan (announcement) 4.5.2 Menyusun teks khusus dalam bentuk pemberitahuan (announcement), lisan dan tulis, pendek dan sederhana, dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan, secara benar dan sesuai konteks
Materi Pembelajaran
Kegiatan Pembelajaran
• Struktur Teks - Istilah khusus terkait dengan jenis pemberitahuann ya - Informasi khas yang relevan - Gambar, hiasan, komposisi warna • Unsur Kebahasaan - Ungkapan dan kosa kata yang lazim digunakan dalam announcement (pemberitahuan ) - Nomina singular dan plural secara tepat, dengan atau tanpa a, the, this, those, my, their, dsb. - Ucapan, tekanan kata, intonasi, ejaan, tanda baca, dan tulisan tangan • Topik
-
-
-
-
tekanan kata yang benar. Bertanya dan mempertanyakan tentangpersamaa n dan perbedaan fungsi sosial, struktur teks dan unsur kebahasaannya Mencermati danbertanya jawab tentang contoh menganalisisdesk ripsi dengan alat seperti tabel dan kemudian menerapkannya untuk menganalisis beberapa teks pemberitahuan lain Membuat teks pemberitahuan (announcement) untuk kelas atau teman Melakukan refleksi tentang proses dan hasil belajar.
Pemberitahuan kegiatan, kejadian yang dapat menumbuhkanperi laku yang termuat
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Kompetensi Dasar
Materi Pembelajaran
Kegiatan Pembelajaran
di KI • Multimedia Layout dan dekorasi yang membuat tampilan teks pemberitahuan lebih menarik. 3.6 Menerapkan fungsi sosial, struktur teks, dan unsur kebahasaan teks interaksi transaksional lisan dan tulis yang melibatkan tindakan memberi dan meminta informasi terkait keadaan/tindakan/ kegiatan/kejadian yang dilakukan/terjadi di waktu lampau yang merujuk waktu terjadinya dan kesudahannya, sesuai dengan konteks penggunaannya. (Perhatikan unsur kebahasaan simple past tense vs present perfect tense) 4.6 Menyusun teks
• Fungsi Sosial Menjelaskan, mendeskripsikan, menyangkal, menanyakan, dsb. • Struktur Teks - Memulai - Menanggapi (diharapkan/di luar dugaan) • Unsur Kebahasaan - Kalimat deklaratif dan interogative dalam simple past tense, present perfect tense. - Adverbial dengan since, ago, now; klause dan adveribial penunjuk waktu - Nomina singular dan plural
- Menyimak dan menirukan beberapa contoh percakapan terkait dengan intonasi, ucapan dan tekanan kata yang tepat - Guru mendiktekan percakapan tersebut dan peserta didik menuliskannya dalam buku catatannya untuk kemudianbertany a jawab terkait perbedaan dan persamaan makna kalimatkalimat yang menggunakan kedua tense tersebut - Membaca beberapa teks pendek yang
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Kompetensi Dasar interaksi transaksional, lisan dan tulis, pendek dan sederhana, yang melibatkan tindakan memberi dan meminta informasi terkait keadaan/tindakan/ kegiatan/kejadian yang dilakukan/terjadi di waktu lampau yang merujuk waktu terjadinya dan kesudahannya, dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks
3.7 Membedakan fungsi sosial, struktur teks, dan unsur kebahasaan beberapa teks recount lisan dan
Materi Pembelajaran secara tepat, dengan atau tanpa a, the, this, those, my, their, dsb. - Ucapan, tekanan kata, intonasi, ejaan, tanda baca, dan tulisan tangan • Topik Kegiatan, tindakan, kejadian, peristiwa yang dapat menumbuhkanperi laku yang termuat di KI
• Fungsi Sosial Melaporkan, menceritakan, berbagi pengalaman,
Kegiatan Pembelajaran menggunakan kedua tense tersebut, dan menggunakan beberapa kalimat-kalimat di dalamnya untuk melengkapi teks rumpang pada beberapa teks terkait. - Mencermati beberapa kalimat rumpang untuk menentukan tense yang tepat untuk kata kerja yang diberikan dalam kurung - Diberikan suatu kasus, peserta didik membuat satu teks pendek dengan menerapkan kedua tense tersebut - Melakukan refleksi tentang proses dan hasil belajar - Menyimak guru membacakan peristiwa bersejarah, menirukan bagian demi
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Kompetensi Dasar tulis dengan memberi dan meminta informasi terkait peristiwa bersejarah sesuai dengan konteks penggunaannya 4.7 Teksrecount – peristiwa bersejarah 4.7.1 Menangkap makna secara kontekstual terkait fungsi sosial, struktur teks, dan unsur kebahasaan teks recountlisan dan tulis terkait peristiwa bersejarah 4.7.2 Menyusun teks recount lisan dan tulis, pendek dan sederhana, terkait peristiwa bersejarah, dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan, secara benar dan sesuai konteks
Materi Pembelajaran mengambil teladan, membanggakan • Struktur Teks Dapat mencakup: - orientasi - urutan kejadian/kegiata n - orientasi ulang • Unsur Kebahasaan - Kalimat deklaratif dan interogatif dalam simple past, past continuous, present perfect, dan lainnya yang diperlukan - Adverbia penghubung waktu: first, then, after that, before, when, at last, finally, dsb. - Adverbia dan frasa preposisional penujuk waktu - Nomina singular dan plural dengan atau tanpa a, the, this, those, my, their, dsb.
Kegiatan Pembelajaran bagian dengan ucapan dan temakan kata yang benar, dan bertanya jawab tentang isi teks - Menyalin teks tsb dalam buku teks masing-masing mengikuti seorang siswa yang menuliskan di papan tulis, sambil bertanya jawab terkait fungsi sosial, struktur teks, dan unsur kebahasaan dalam teks - Mencermati analisis terhadap fungsi sosial, rangkaian tindakan dan kejadian dengan menggunakan alat seperti tabel, bagan, dan kemudian mengerjakan hal sama dengan teks tentang peristiwa bersejarah lainnya - Mengumpulkan informasi untuk
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Kompetensi Dasar
Materi Pembelajaran - Ucapan, tekanan kata, intonasi, ejaan, tanda baca, dan tulisan tangan • Topik Peristiwa bersejarahyang dapat menumbuhkanperi laku yang termuat di KI
3.8 Membedakan fungsi sosial, struktur teks, dan unsur kebahasaan beberapa teks naratif lisan dan tulis dengan memberi dan meminta informasi terkait legenda rakyat, sederhana, sesuai dengan konteks penggunaannya 4.8 Menangkap makna secara kontekstual terkait fungsi sosial, struktur teks, dan unsur kebahasaan teks naratif, lisan dan tulis sederhana
• Fungsi Sosial Mendapat hiburan, menghibur, mengajarkan nilainilai luhur, mengambil teladan • Struktur Teks Dapat mencakup: - Orientasi - Komplikasi - Resolusi - Orientasi ulang • Unsur Kebahasaan - Kalimat-kalimat dalamsimple past tense, past continuous, dan lainnya yang
Kegiatan Pembelajaran menguraikan peristiwa bersejarah di Indonesia - Menempelkan karyanya di dinding kelas dan bertanya jawab dengan pembaca (siswa lain, guru) yang datang membacanya - Melakukan refleksi tentang proses dan hasil belajar. - Menyimak guru membacakan legenda, sambil dilibatkan dalam tanya jawab tentang isinya - Didiktekan guru menuliskan legenda tersebut dalam buku catatan masingmasing, sambil bertanya jawab terkait fungsi sosial, struktur teks, dan unsur kebahasaan yang ada - Dalam kelompok masing-masing berlatih membacakan
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Kompetensi Dasar terkait legenda rakyat
Materi Pembelajaran relevan - Kosa kata: terkait karakter, watak, dan setting dalam legenda - Adverbia penghubung dan penujuk waktu - Ucapan, tekanan kata, intonasi, ejaan, tanda baca, dan tulisan tangan • Topik Cerita legenda yang dapatmenumbuhk an perilaku yang termuat di KI
3.9 Menafsirkan fungsi sosial dan unsur kebahasaan lirik lagu terkait kehidupan remaja SMA/MA/SMK/ MAK 4.9 Menangkap makna terkait fungsi sosial dan unsur kebahasaan secara kontekstual lirik lagu terkait kehidupan remaja
• Fungsi sosial Mengembangkan nilai-nilai kehidupan dan karakter yang positif • Unsur kebahasaan - Kosa kata dan tata bahasa dalam lirik lagu - Ucapan, tekanan kata, intonasi, ejaan,
Kegiatan Pembelajaran legenda tsb dengan intonasi, ucapan dan tekanan kata yang benar, dengan saling mengoreksi - Membaca satu legenda lain, bertanya jawab tentang isinya, dan kemudian mengidentifikasi kalimat-kalimat yang memuat bagian-bagian legenda yang ditanyakan - Melakukan refleksi tentang proses dan hasil belajar. - Membaca, menyimak, dan menirukan lirik lagu secara lisan - Menanyakan halhal yang tidak diketahui atau berbeda - Mengambil teladan dari pesan-pesan dalam lagu - Menyebutkan pesan yang terkait dengan
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Kompetensi Dasar SMA/MA/SMK/MAK
Materi Pembelajaran tanda baca, dan tulisan tangan • Topik Hal-hal yang dapat memberikan keteladanan dan menumbuhkan perilaku yang termuat di KI
Kegiatan Pembelajaran bagian-bagian tertentu - Melakukan refleksi tentang proses dan hasil belajarnya
(Ranoptri, 2017)
The numbers which are stated in the column of Kompetensi Dasar shows the KD that have to be achieved referring to the related KI. For example: 3.7 Membedakan fungsi sosial, struktur teks, dan unsur kebahasaan beberapa teks recount lisan dan tulis dengan memberi dan meminta informasi terkait peristiwa bersejarah sesuai dengan konteks penggunaannya
That means the number '3' refers to KI-3, and '7' refers to its basic competence which should be achieved. The language skills which have to be achieved can be discovered in the description of each KD. For example: based on KD 3.7above, after completing the lesson, the students are expected to able to:
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✓ differentiate the function of the text, the generic structure, and the linguistic elements (unsur kebahasaan) of oral and written recount text ✓ giving and getting information related to historical event which is in line with the context discussed. Each point which is elaborated from KD can be used to be specific goals to develop lesson plans. Based on the goals, the classroom activities can be arranged. There are the syllabus of English for 11 grade and 12 grade in the appendices. For the context of language learning, in practical, the aims of learning are separated into two parts, the goal of receptive skill and productive skills, as well as grammar and vocabulary. The receptive one refers to reading and listening skill; meanwhile the productive one refers to speaking and writing (Harmer J. , 2007). Later, based on the goal/s, a lesson plan can be arranged orderly in accordance with the goal/s should be achieved. 2. The Lesson Plan In the process of arranging a lesson plan based on K13, it is suggested to have two skills in which the 45 | P a g e
receptive skill and productive skill are integrated in a lesson plan (RPP). Those can be conducted through some appropriate prepared tasks. Related to the syllabus that consists of KI and KD in K13, the indicator of achievement can be taken from KD. Since the basic competence descriptions have more than one specific goal, it has to be itemized into specific goal/s. In the process of building block a lesson and put it into a lesson plan arrangement, it is needed to familiarize some particular terms to connect with the specific outcome/s stated in the syllabus. Therefore the next discussion is focusing on familiarizing the action verbs which is connected to the Bloom's Taxonomy to deepen and sharpen the goal/s in the lesson plan. 3. The Bloom's Taxonomy and The Action Verbs Developing curriculum and classroom instruction are always related to defining our learning goals in the class. Bloom and coworkers defined three domains: cognitive (about knowing), affective (about attitudes, feelings), and psychomotor (about doing) (Isaacs, 1996). There are six levels of hierarchy of cognitive domain: 46 | P a g e
a. knowledge: the recall of specific items b. comprehension: can recall, but can do a little more like paraphrase, define, discuss to some extent) c. application: all of the above, but can take information of an abstract nature and use it concrete situation d. analysis: can break down a communication into constituent parts, revealing the relationship among them e. synthesis: can pull together many disorganized elements or parts so as to form a whole f. evaluation: make judgments about the value of material or methods. The Bloom's Taxonomy had been widely used in the field of teaching and instructional planning for almost 50 years. At the beginning of 21st century, the revision of the taxonomy exposed. It is labeled Anderson and Krathwohl's Taxonomy, which is also called as Bloom's Taxonomy Revised (Wilson, 2017). The elaboration of the taxonomy is used in defining a clear statement of learning objective/s in the process of arranging a lesson plan. 47 | P a g e
The following table itemizes the cognitive domain of the taxonomies (Wilson, 2017). Taxonomies of the Cognitive Domain Bloom’s Taxonomy 1956 1. Knowledge: Remembering or retrieving previously learned material. Examples of verbs that relate to this function are: know identify relate list
define recall memorize repeat
record name recogniz e acquire
2. Comprehension: The ability to grasp or construct meaning from material. Examples of verbs that relate to this function are: restate locate report recognize explain express
identify discuss describe discuss review infer
illustrate interpret draw represent differenti ate conclude
Anderson and Krathwohl’s Taxonomy 2001 1. Remembering: Recognizing or recalling kno wledge from memory. Remembering is when memory is used to produce or retrieve definitions, facts, or lists, or to recite previously learned information. 2. Understanding: Constructing meaning from different types of functions be they written or graphic messages or activities like interpreting, exemplifying, classifying, summarizing, inferring, comparing, or explaining.
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3. Application: The ability to use learned material, or to implement material in new and concrete situations. Examples of verbs that relate to this function are: apply relate develop translate use operate practice calculate dramatize
organize employ restructure interpret demonstrat e illustrate show exhibit
4. Analysis: The ability to break down or distinguish the parts of material into its components so that its organizational structure may be better understood. Examples of verbs that relate to this function are: analyze compare probe inquire examine contrast categorize scrutinize dissect discriminate separate
differentiat e contrast investigate detect survey classify deduce experiment discover inspect
3. Applying: Carrying out or using a procedure through executing, or implementing. Applying rela tes to or refers to situations where learned material is used through products like models, presentations, interviews, or simulations.
4. Analyzing: Breaking materials or concepts into parts, determining how the parts relate to one another or how they interrelate, or how the parts relate to an overall structure or purpose. Mental actions included in this function are differentiating, organizing, and attributing, as well as being able to distinguish between the components or parts. When one is analyzing, he/she can illustrate this mental function by creating
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spreadsheets, surveys, charts, or diagrams, or graphic representations. 5. Synthesis: The ability to put parts together to form a coherent or unique new whole. Examples of verbs that relate to this function are: compose produce design assemble create prepare predict modify tell
plan invent formulate collect set up generalize document combine relate
propose develop arrange construct organize originate derive write propose
6. Evaluation: The ability to judge, check, and even critique the value of material for a given purpose. Examples of verbs that relate to this function are: judge assess compare evaluate conclude measure deduce
argue decide choose rate select estimate
validate consider appraise value criticize infer
5. Evaluating: Making judgments based on criteria and standards through checking and critiquing. Critiques, recommendations, and reports are some of the products that can be created to demonstrate the processes of evaluation. In the newer taxonomy, evaluating comes before creating as it is often a necessary part of the precursory behavior before one creates something. 6. Creating: Putting elements together to form a coherent or functional whole; reorganizing elements into a new pattern or structure through generating, planning, or producing. Creating requires users to put parts together in a new way, or synthesize parts into something new and different creating a new form or product. This process is the most difficult mental function in the new taxonomy.
Considering to the detail elaboration above, the specific purpose which is defined from cognitive domain items, are in form of action verbs. The verbs can be used
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for stating the educational purpose/s to make the learning outcome clear and practical. In relation to the current issues of higher order of thinking, the taxonomies have been made in detail breakdown of action verbs, including the affective and psychomotor domain. The verbs can be a reference to make the learning outcome statements in a lesson plan. Those elaboration gives a framework for determining and clarifying learning objectives, which is an important part of arranging a lesson plan. The elaboration of the categories and cognitive processes are not the learning activities. They may be useful to think of preceding each objective with: "Students are expected to be able to …" which is the characteristic of learning objective statement. ================================================== D. Summary ✓ The components of syllabus consist of language skills and competencies. ✓ The competences are decide in to two: o
The Core Competence (Kompetensi Inti), in simple term, it is called KI 51 | P a g e
o
The Basic Competence (Kompetensi Dasar), in simple term, it is called KD
✓ There are four KI. KI-1 and KI-2 are described as expected behavior and attitudes which are able to reflected during the process of teaching-learning process. They are not elaborated into KD. ✓ KI-3 and KI-4 are linked to the knowledge of the subject matter. They are elaborated into several KD. ✓ the formulation of KD is set referring to the three kinds of text: o
interpersonal,
o
transactional,
o
functional.
✓ In a syllabus, the several KD are elaborated into three detail parts which is stated in columns. They are the column
of
Kompetensi
Dasar
(KD),
Materi
Pembelajaran (teaching materials), and Kegiatan Pembelajaran (learning activities). ✓ The elaboration of each column is used to arrange lesson plans for every meeting. The learning outcomes which should be stated in lesson plans must be linked to the KD. 52 | P a g e
✓ To decide specific goal or learning outcome to arrange a lesson plan, the action verbs which are from the revised Bloom's Taxonomies are used. it represents dimension of cognitive process and knowledge dimension. E. Bibliography Harmer, J. (2012). Essential Teacher Knowledge: Core Concept in English Language Teaching. Essex: Pearson Education Limited. Harmer, J. (2007). The Practice of English Language Teaching. New York: Longman Publishing. Isaacs, G. (1996). Teaching and Educational Development Institute. Retrieved September 13, 2017, from The University of Queensland: https://kaneb.nd.edu/assets/137952/bloom.pdf Ranoptri, D. (2017, May 20). Silabus Kurikulum 2013 SMA/MA Revisi 2016 Mapel Wajib Dan Peminatan Update Tahun Pelajaran 2016/2017. Retrieved September 11, 2017, from Kurikulum 2013 Web site: http://www.kurikulum2013.net/ Scrievener, J. (2011). Learning Teaching: The Essential Guide to English Language Teaching (Third Edition ed.). London: Macmilan Publishers Limited.
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Wilson, L. O. (2017). The Teaching Essential. Retrieved September 15, 2017, from The Second Principle: http://thesecondprinciple.com/recommendations/
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UNIT 3 PLANNING A LESSON A. The Overview This chapter simply outlines guidelines on what to consider in planning a lesson and how to design a series of activities that can be conducted in teaching and learning process. In addition, there is also a further discussion about lesson plan concentrating on two language skills. B. The Relevant The art of teaching process is reflected through a lesson plan since it gives teacher directions in delivering lessons to students in class. The teacher is required to dedicate his/her creative ideas and precious time to arrange sequential and meaningful actions throughout teaching and learning process. Even though teacher has already made plans for his/her teaching, there is still a possibility of getting distracted in real classroom practice. This unit gives some guidance how to make lesson plan properly, considering to the objective/s and competences that will be achieved. 55 | P a g e
C. The Learning Outcomes By the end of this session, students are expected to be able to: 1. determine learning objective/s from a syllabus; 2. plan a lesson based on the objective/s; 3. arrange/create a complete lesson plan derived from the basic competence (KD) and/or IPK which are stated on the syllabus.
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Planning a Lesson ================================================== 1. The Components of a Lesson Plan (RPP) In planning a lesson, teacher should consider the following basic elements involving objectives, learning stages, methods and activities, lessons and teaching media, students’ background, and expected issues (Gower et al, 2005). However, this idea has been adapted to the curriculum of K-13-based-lesson plan in which it covers eleven components (Ranoptri, 2017): a. School identity. This part should be fulfilled with the name of ✓ the school, ✓ the subject, ✓ the class, ✓ materials which is taken from the KD, and ✓ time b. The core competence (KI). The KI must be quoted from Permendikbud 21 tahun 2016. It should be written completely, started from KI-1 until KI-4.
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c. The basic competence (KD) and the indicator of achiement (IPK-Indikator Pencapaian Kompetensi). ✓ KD is quoted from Permendikbud No. 24 Tahun 2016. It is the basic competence that should be achieved by students at the end of the lesson. ✓ IPK is elaborated based on KD. (see Unit 2) ✓ The IPK is developed by means of action verbs and it should be measurable referring to the characteristics of the subject. d. The Learning Objectives. It is formulated based on KD and using action verbs which can be observable and measurable, including the competency of expected behavior, knowledge, and skills. That is in form of description. e. Learning Materials. ✓ It is related to concept and principles as well as the relevant procedure. It should be written in line with the IPK which is/are stated previously. ✓ It should be fit with the time scheduled.
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✓ The content should be up to date and regarding to the KD and local wisdom. f.
Methods. The method used that is written in the lesson plan should: ✓ implement an active learning process based on the development of higher order of thinking (HOTS); ✓ be objective oriented, therefore it should be in line with the learning objective/s
g. Teaching Aids. ✓ It portrays an overview of media that is suitable to use in delivering teaching materials in class and support the scientific active learning; ✓ Making use of learning technology h. Learning Resources. The resources can be books, printed and electronic media, the environment, and other relevant sources. i.
Teaching and Learning Activity (Stages) The plan of classroom activity should be:
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✓ Encouraging students to achieve 4 skills (4C):
Critical
thinking,
Creativity,
Collaboration, and Communication ✓ Promoting HOTS (Higher Order Thinking Skills) ✓ Interactive, inspiring, fun, challenging, and support students to be creative and independent as their aptitude. ✓ Carried out starting from Introduction, main activity, and closure. j.
Scoring system, it represents types of assessments used by teacher during teaching and learning process as well as the grading system. ✓ The system should be in line with KD and IPK; ✓ It contains HOTS-based items; ✓ It includes all area of attitudes, knowledge, and skills; ✓ The instruments can be observation forms, set of items, rubric of portfolio, worksheet, and so forth.
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k. Appendix. It consists of any supporting material, such as the guidance for scoring, arranging lesson plan, example of complete lesson and so on. The importance of a lesson plan lies on the principles stated in the syllabus which are known as, core competence or Kompetensi Inti (KI) and basic competence or Kompetensi Dasar (KD). Therefore, when arranging a lesson plan, it is important to always confirm to the syllabus to check whether the objective/s, activity, and material are in line. The following lesson plan is taken from the result of a teacher forum discussion. RENCANA PELAKSANAAN PEMBELAJARAN Sekolah Mata Pelajaran Kelas/Semester Alokasi Waktu A.
: (name of school) : Bahasa Inggris : X/Ganjil : 3x 45 Menit
Kompetensi Inti KI 1 :
Menghayati dan mengamalkan ajaran agama yang
dianutnya. KI 2:
Menghayati dan mengamalkan perilaku jujur, disiplin, tanggung jawab, peduli (gotong royong, kerjasama, toleran, damai), santun, responsif dan pro-aktif dan menunjukkan sikap sebagai bagian dari solusi atas
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berbagai permasalahan dalam berinteraksi secara efektif dengan lingkungan sosial dan alam serta dalam menempatkan diri sebagai cerminan bangsa dalam pergaulan dunia. KI 3 :
Memahami,menerapkan,
menganalisis
pengetahuan
faktual, konseptual, prosedural berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya, dan humaniora dengan wawasan kemanusiaan, kebangsaan,
kenegaraan,
dan
peradaban
terkait
penyebab fenomena dan kejadian, serta menerapkan pengetahuan prosedural pada bidang kajian yang spesifik sesuai dengan bakat dan minatnya untuk memecahkan masalah. KI 4 :
Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak terkait dengan pengembangan dari yang dipelajarinya di sekolah secara mandiri, dan mampu menggunakan metoda sesuai kaidah keilmuan.
B.
Kompetensi Dasar 3.5 Membedakan fungsi sosial, struktur teks, dan unsur kebahasaan beberapa teks khusus dalam bentuk pemberitahuan (announcement), dengan memberi dan meminta informasi terkait kegiatan sekolah, sesuai dengan konteks penggunaannya 4.5 Teks pemberitahuan (announcement) 4.5 1 Menangkap makna secara kontekstual terkait fungsi sosial, struktur teks, dan unsur kebahasaan teks khusus dalam bentuk pemberitahuan (announcement)
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4.5.2 Menyusun teks khusus dalam bentuk pemberitahuan (announcement), lisan dan tulis, pendek dan sederhana, dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan, secara benar dan sesuai konteks C.
Indikator 1.
Mendeteksi fungsi sosial, struktur teks, dan unsur kebahasaan dari teks pemberitahuan (announcement) sederhana.
2.
Membedakan fungsi sosial, struktur teks, dan unsur kebahasaan pada teks pemberitahuan (announcement) sederhana
3.
Menyunting teks pemberitahuan (announcement)dengan memperhatikan fungsisosial, struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks.
4.
Menyusun teks pemberitahuan (announcement) dengan memperhatikan tujuan, struktur teks, dan unsur kebahasaan, secara benar dan sesuai dengan konteks.
D.
Tujuan pembelajaran 1.
Siswa dapat Mendeteksi fungsi sosial, struktur teks, dan unsur kebahasaan dari teks pemberitahuan (announcement) sederhana.
2.
Siswa dapat Membedakan fungsi sosial, struktur teks, dan unsur kebahasaan pada teks pemberitahuan (announcement) sederhana
3.
Siswa dapat Menyunting teks pemberitahuan (announcement)dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan yang benar dan sesuai
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konteks. 4.
Siswa dapat Menyusun teks pemberitahuan (announcement) dengan memperhatikan tujuan, struktur teks, dan unsur kebahasaan, secara benar dan sesuai dengan konteks
E.
Materi Pembelajaran
Attention This announcement is addressed to all 12 graders of SMA 1 Taruna, Sidoarjo. Please attend the additional lessons that will be held on June 24th 2017 until June 29th 2017 for having final preparation for the final exam. All students are required to take an additional class to be successful in national exam.
F.
Metode Pembelajaran Pendekatan
: scientific approach
Metode : diskusi ,latihan Teknik G.
H.
: ceramah
Media Pembelajaran Media
: powerpoint
Alat
: laptop,proyektor
Sumber belajar www.englishindo.com, http://www.britishcouncil.org/Internet
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I.
Langkah-langkah pembelajaran Langkah Pembelajaran
Kegiatan Awal 20 menit
Kegiatan Belajar Guru
Siswa
1.Mengucapkan salam dan menyapa dengan menggunakan Bahasa Inggris.
1. Merespon dengan menggunakan Bahasa Inggris.
2.Berdoa terlebih dahulu sebelum memulai pelajaran.
2.Berdoa terlebih dahulu lalu menyiapkan buku pelajaran
3. Mengecek kehadiran siswa sekaligus menanyakan kabar.
3. Siswa yang hadir memberitahu teman yang tidak hadir.
4. Brainstorming mengenai materi yang akan dipelajari
5.Menyampaikan materi yang akan dipelajari yaitu announcement 1.Memusatkan perhatian siswa dengan mengajukan pertanyaan yang menantang tentang announcement
4.Menyimak apa yang disampaikan oleh guru 5.Menyimak apa yang disampaikan oleh guru
1. Siswa merespon pertanyaan yang diberikan oleh guru
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Kegiatan Inti 105menit 2.Guru dan Peserta didikbertanyajawa b berkaitan denganannounce ment
3. memberikan contoh teks announcement
4. Meminta siswa untuk menyuntingteks announcement 5. Meminta siswa untuk bekerja secara kelompok membuat teks announcement Kegiatan Akhir 10 menit
2. Peserta didik dan guru bertanya jawab berkaitan dengan announcement 3. Menyimak contoh yang diberikan oleh guru
4. Menyunting teks announcement 5. Siswa bekerja secara kelompok membuat teks announcement
1.Menyimpulkan hasil proses pembelajaran.10 e n 2. memberi PRi (pekerjaan rumah) t
1.Menyimak hasil simpulan yang guru sampaikan.
3.Memberi salam penutup.
2.Merespon salam guru.
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J.
PENILAIAN A.
No.
1.
2.
3.
4.
Aspek Pengetahuan 1) Rubrik Penilaian Speaking Butir Sikap
Pengucapan
Intonasi
Ketelitian
Perolehan skor
Deskripsi 5 = Hampir sempurna 4 = ada kesalahan tapi tidak mengganggu makna 3 = ada beberapa kesalahan dan mengganggu makna 2 = banyak kesalahan dan mengganggu makna 1 = terlalu banyak kesalahan sehingga sulit dipahami 5 = Hampir sempurna 4 = ada kesalahan tapi tidak mengganggu makna 3 = ada beberapa kesalahan dan mengganggu makna 2 = banyak kesalahan dan mengganggu makna 1 = terlalu banyak kesalahan sehingga sulit dipahami 5 = sangat teliti 4 = teliti 3 = cukup teliti 2 = kurang teliti 1 = tidak teliti
5 = sangat memahami 4 = memahami Pemahaman 3 = cukup memahami 2 = kurang memahami 1= tidak memahami 2) Rubrik Penilaian Writing
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NO
1
2
3
4
ASPEK YANG DINILAI
SKOR
Grammar dan vocabulary (leksikogramatika) Menggunakan tatabahasa yang benar dan kosakata yang tepat Menggunakan tata bahasa dan kosakata yang ter Kadang kurang tepat, tetapi tidak mempengaruhi makna Menggunakan tata bahasa dan kosakata yang kurang tepat dan mempengaruhi makna Menggunakan tata bahasa dan kosakata yang sulit/tidak dapat dimengerti Sulit memproduksi kata-kata diam
Manajemen Wacana Genre Memilih genre yang tepat untuk judul yang dipilih dengan struktur teks yang maksimal Memilih genre yang kurang jelas untuk judul yang dipilih dengan struktur teks yang minimal Pilihan genre (tujuan komunikatif) tidak jelas Tulisan tidak berstruktur Menulis kata-kata secara acak, hampir tidak bermakna
Kejelasan makna Mengungkapkan berbagai makna secara jelas dan efektif Mengungkapkan berbagai makna secara jelas Mengungkapkan makna , tetapi sesekali kurang jelas Mengungkapkan makna, tetapi sulit dipahami Menulis secara acak, makna hilang
4 3 2 1 0
4 3 2 1 0
4 3 2 1 0
Hubungan antar gagasan
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Menunjukkan kelancaran hubungan antar gagasan Menunjukkan transisi hubungan antar gagasan Hubungan antar gagasan kurang jelas Hubungan antar gagasan kacau Gagal merealisasikan gagasan
B. No.
1.
4 3 2 1 0
Aspek Ketrampilan Butir Sikap
Melakukan tindak komunikasi yang tepat
Peroleh an skor
Deskripsi 5 = Selalu melakukan kegiatan komunikasi yang tepat 4 = Sering melakukan kegiatan komunikasi yang tepat 3 = Beberapa kali melakukan kegiatan komunikasi yang tepat 2 = Pernah melakukan kegiatan komunikasi yang tepat 1 = tidak pernah melakukan kegiatan komunikasi yang tepat
The government completes the syllabus with teacher's and student's book. The teacher's book contains complete guidance for the topics, KD & IPK, and classroom activity and its stages. The teachers can modify the guidance and make it suitable for their 69 | P a g e
classroom. The other example would be provided in the appendix. 2. Getting Organized After organizing essential aspects from KD that should be achieved by students in teaching and learning process, teacher can start constructing a lesson plan before delivering the materials in front of the class. As one of the basic elements in lesson plan, creating welldesigned teaching stages is a rather complex procedure to manage. It happens since teacher needs to select proper and relevant activities to stimulate students’ interest in teaching and learning process. Moreover, it is also important for teacher to think about the students’ need when planning a lesson as well as to keep engaging himself/herself with students from the beginning to the ending part of each session. Basically, there are three main parts for classroom activity which are being portrayed in K-13 based lesson plan. They can be accessed by teachers online on the teacher's book, the guidance book for teachers.: 70 | P a g e
a. Pre-activities, In this stage teacher needs to attract students’ attention by having warming-up activities related to a new topic or a topic from previous meeting. It normally takes around 5-10 minutes so that students are fully awake and ready to start a lesson. In a warming up activity or ice-breaker, teacher may ask students to guess a picture related to a new topic which is being introduced or to recall their memory by mentioning a list of vocabulary from previous lesson. In general, this stage requires teacher to greet, to check students’ attendance and to get ready with the lesson by having a brief warming-up activity. b. Main activities, It is when teacher starts introducing and explaining a topic discussion by involving some useful expressions. This part emphasizes on language skills review; listening, speaking, reading, writing and/or integrated skills. In this step, teacher can choose variety of activities, such as lecture, presentation, dictation, question - answering session, etc., in 71 | P a g e
delivering a lesson which is certainly presented to students through teaching media, for instance pictures, videos, songs, puzzle cards, etc. At the same time, a teacher should definitely provide space and encourage students to practice using the target language as much as possible in this stage. However, there is a tendency for teacher to spend more time when delivering a lesson in class; therefore, he/she needs to manage the time allocation of each activity carefully. Furthermore, it is important for teacher to keep engaging himself with students in order to maintain their interests throughout a lesson by providing fun games that are relevant to the discussions. In brief, this phase allows teacher to be fully prepared in introducing, explaining, as well as providing chances for students to practice what is being discussed in a lesson.
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c. Closure (Post-activity) this is the final stage when teacher starts observing students’ understanding and performance in either pair or group work. It is also considered as a phase when teacher provides evaluation that may appear in a form of dialogue practice, role-play, true-false questions, etc. In this case, teacher should also prepare the assessment forms, such as scoring system and rubrics. In fact, this stage is sometimes neglected and cannot be fully covered since a few teachers often run out of time in conducting the evaluation. Therefore, teacher should manage time properly so that he has the chance to summarize the discussions. 3. Planning a Series of Lesson Focusing on Two Language Skills or Component In language teaching classroom, teacher involves four language skills: listening, speaking, reading and writing, to be achieved in teaching objectives. However, it is difficult to accomplish within a short period or one semester since each skill has its own level of complexity. 73 | P a g e
As a matter of fact, those four language skills can be combined and unified over a course (Chen, 2007). Moreover, teacher can build the lesson plan around a theme or topic based on the interest of learners and also on topics that are relevant to them (Hungyo & Kijay, 2009). All language skills are often conducted in mix activity involving the other language skills and components. When planning a lesson plan by using integratedskill approach, teacher mostly focuses on a combination of content-based-language instructions (CBI), teaching language skills by classifying its level from beginner to advanced level;
and task-based instructions (TBI),
teaching integrated skills by interacting and practicing language expressions inside and outside of classroom (Oxford, 2001). The followings are examples of integrated-skill approach which are commonly used in a lesson plan of language teaching; a. Listening with Speaking and/or Writing Teacher can basically integrate listening with speaking and/or writing in a lesson plan. Based 74 | P a g e
on K3 (knowledge) and K4 (skills) which are stated in KD, teacher has to prepare materials that require students to analyze social function, text structure and language elements from expressions used in listening audio. This point somehow can be developed into a meaningful and practical lesson by merging it with speaking skills. In this case, teacher must enhances students’ opportunities to make use of the language expressions learnt from listening audio throughout these activities: to state, to ask and to respond the expressions based on its relevant context. For example, listening and speaking can be integrated as follows; 1) Teacher asks students to watch a movie related to a topic. 2) After watching it, teacher gives handouts to students related to gap-fill or vocabulary review tasks. 3) Teacher plays the movie for the second time.
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4) Teacher
checks
students’
understanding
through a set of questions that needs to be answered orally. Furthermore, teacher can also organize materials by combining listening and writing skills, as teacher gives students series of activities to arrange their ideas related to topic discussions into a written text. The students’ writing product should portray the implementation of language expressions that they have heard from listening audio or someone by focusing on its relevance to the point stated in KD. In line with the above example, teacher can combine listening and writing skills by changing the final step into a new point; teacher asks students to write a movie review in a paragraph or two by limiting the number of words they have to use in their writing. b. Reading with Speaking and/or Writing Teaching reading is a complex thing, since reading in the own language is very different from reading a foreign language, because the mother 76 | P a g e
tongue has different ways of reading depending on what is being read and why (Hadfield, 2008); therefore, teacher can combine reading skill with speaking and/or writing skills as one unity. Derived from K3 and K4 points in KD, the teacher should plan meticulously for a classroom activities that demand students to analyze social function, text structure and language elements from expressions found in varied types of reading texts. The next stage, they are expected to be able to produce such a text based on its function. 4. Some Consideration while Completing the Lesson Plan a. Setting the Objective/s In the context of building block a lesson plan founded on K13, to set the objective of learning can simply be taken from the syllabus which are described as a list of KD. The materials are also provided as well as kinds of learning activity. However, it still needs to be organized, considering to the specific objectives that need to achieve. If the objective has been stated clearly, the materials which support us to conduct the learning 77 | P a g e
activities should be provided and well-prepared. For example: the role play cards, texts, pictures, recording, etc., or other things which will be used in the class, including the evaluation and scoring system. b. The Classroom Management Once we have stated the objective of the lesson and arrange the activity, planning to create situation, should be prepare as well. Four questions will help us to manage our class (Scrievener, 2011): ✓ What will you say? ✓ How will the seating be arranged? ✓ How much time will each stage take? ✓ Can you picture the working groups/the movement/the changing pace of the class? The ability to organize such a complex activity, are often grouped together under the heading of "classroom management" (Scrievener, 2011). The areas of common classroom management include:
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✓ Activities These areas need more attention to prepare by teachers. When preparing classroom activity, we will deal with: setting up activities, giving instruction, monitoring activities, timing activities (and the lesson as a whole), and bringing activities to an end. ✓ Grouping and seating During the activities, we sometimes have to make students to do something individually, in pairs, or in group. That will make the teacher to prepare how to form groups, to arrange and rearrange seating, to decide where to stand or sit, and to reform class as a whole group after activities. ✓ Authority Conducting an activity in which others take a part, needs everything run in order. Therefore, gathering and holding attention, deciding who does what, and getting someone to do something should be taken in to account,
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✓ Critical moment Starting the lesson, dealing with unexpected problems, maintaining appropriate discipline, and finishing the lesson become habitual areas for teachers when preparing a lesson plan. It is because the lesson plan is divided into three main group of time; the beginning, during, and the end of the lesson. ✓ Tools and techniques Any equipment that will be used in teaching and learning process should be well-managed. It includes: •
using the board and other classroom equipment or aids
•
using gesture to help clarity of instructions and explanations
•
speaking clearly at an appropriate volume and speed
•
use of silent
•
grading complexity of language
•
grading quantity of language
✓ Working with people 80 | P a g e
Because we are dealing with human being in the class, we have to have appropriate behaviour while we are teaching. That includes: •
spreading
your
attention
evenly
and
appropriately •
using intuition to guess what students are feeling
•
eliciting honest feedback from students
•
really listening to students.
c. Selecting Appropriate Classroom Languages To carry out and lead the classroom activities, teacher talks and /or instruction would be the central for students. In the context of language learning, any words, phrases, and sentences or expression which come from teachers, should be meaningful. It can be an authentic input for students to accustom them to hear and understand English. Consequently, whatever roles that the teacher plays, they have to use some routine expressions for Getting things done in the classroom, Asking questions, Beginning of lesson, End of lesson, Encouragement and confirmation, and instruction for 81 | P a g e
some classroom activities such as: Textbook activity, Games and songs activity, and so forth (Hughes, 1990). The expressions are usually used in daily routine in the class are provided in the appendices. 5. Developing a Set of Instrument for Evaluation To develop instrument for evaluation, K13 has completed with a teacher's book. The book contains of topics, skills that should be achieved, and the example of summative test. The students can elaborate the questions refer to the objective/s. Afterward; they can develop questions based on HOTS and encourage students to have 4C competences: Critical Thinking, Creativity, Collaboration, and Communication. a. Provoking critical thinking (King, 2017) Thinking Skills
Purpose
Sample Action Prompts
memorize & recall facts
recognize, list, describe, identify, retrieve, name
Example Questions1
Lower Levels
Remembering
What do we already know about...?
What are the
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principles of …?
How does ... tie in with what we learned before?
Understanding
interpret meaning
describe, generalize explain, estimate, predict
Summarize … or Explain …
What will happen if … ?
What does ... mean?
Higher Levels
Applying
apply knowledge to new situations
implement, carry out, use, apply, show, solve, hypothesize
What would happen if…?
What is a new example of…?
How could … be used to...?
What is the counterargu ment for...?
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Analyzing
break down or examine information
compare, organize, deconstruct
Why is ... important?
What is the difference between… and…?
What are the implications of...?
Explain why / Explain how?
What is ... analogous to?
How are ... and ... similar?
Evaluating
judge or decide according to a set of criteria
check, critique, judge, conclude, explain
How does ... affect...?
Why is ... happening?
What is the best ... and why?
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Do you agree or disagree with the statement...? What evidence is there to support your answer?
What are the strengths and weakness of?
What is the nature of…?
Creating
combine elements into a new pattern
design, construct, plan, produce
What is the solution to the problem of...?
What do you think causes...? Why?
What is another way to look at...?
b. Encouraging creativity Encouraging creativity in the classroom needs several strategies. It can be carried out through 85 | P a g e
some projects or activity, meanwhile the teacher still can have exam for that (Provenzano, 2015). An open-ended project can be an example to encourage students' creativity. The students get to choose the type of project they want to create and the rubric by which they'll be graded. c. Developing collaboration communicative activity
skills
&
Promoting
A Creative Team Building can be an activity to develop
collaborative
skill
and
promote
communicative skill either. They can get the students together and do some team building. The teacher give some tasks which have to do in groups. The teacher prepares a scoring rubric to grade them. 6. References CELT. (2016, December 2). Retrieved September 15, 2017, from Iowa State University: http://www.celt.iastate.edu/?s=taxonomy+for+learning Chen. (2007). Gower et al. (2005). Hadfield. (2008). 86 | P a g e
Harmer, J. (2012). Essential Teacher Knowledge: Core Concept in English Language Teaching. Essex: Pearson Education Limited. Harmer, J. (2007). How to Teach English. Essex: Pearson Education Limited. Harmer, J. (2007). The Practice of English Language Teaching. New York: Longman Publishing. Hughes, G. S. (1990). A Handbook of Classroom English. Oxford: Oxfor University Press. HUMBER. (2011). Retrieved October 1, 2017, from Center of Teaching and Learning Web Site: https://www.humber.ca Hungyo & Kijay. (2009). Isaacs, G. (1996). Teaching and Educational Development Institute. Retrieved September 13, 2017, from The University of Queensland: https://kaneb.nd.edu/assets/137952/bloom.pdf Kebudayaan, K. P. (2013). Kurikulum 2013 Kompetensi Dasar Sekolah Menengah Atas (SMA) / Madrasah Aliyah. Jakarta: Kementrian Pendidikan dan Kebudayaan. Kemendikbud. (2016). Silabus Mata Pelajaran Sekolah Menengah Atas / Madrasah Aliyah / Sekolah Menengah Kejuruan / Madrasah Aliyah Kejuruan (SMA/MA/SMK/MAK) . Mata Pelajaran Bahasa Inggris , 7.
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Kurniasih, I., & Sani, B. (2014). Sukses Mengimplementasikan Kurikulum 2013 Memahami Berbagai Aspek Dalam Kurikulum 2013. Surabaya: Kata Pena. Kurniasih, Imas; Sani, Berlin. (2014). Implementasi Kurikulum 2013 Konsep & Penerapan. Surabaya: Kata Pena. Oxford. (2001). Ranoptri, D. (2017, May 20). Silabus Kurikulum 2013 SMA/MA Revisi 2016 Mapel Wajib Dan Peminatan Update Tahun Pelajaran 2016/2017. Retrieved September 11, 2017, from Kurikulum 2013 Web site: http://www.kurikulum2013.net/ Scrievener, J. (2011). Learning Teaching: The Essential Guide to English Language Teaching (Third Edition ed.). London: Macmilan Publishers Limited. Wilson, L. O. (2017). The Teaching Essential. Retrieved September 15, 2017, from The Second Principle: http://thesecondprinciple.com/recommendations/
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UNIT 4 DEVELOPING SKILLS AND STRATEGY DURING TEACHING PRACTICE A. The Overview Besides the knowledge of curriculum, syllabus, and lesson plan, there are several things to set up as well. This unit gives guidance and explanation how to conduct the teaching practice in term of its preparation until the performance time. It deals with the preparation, the guidance practice, and some information about things to be considered before, whilst, and after teaching performance. B. The Relevant The students of English Education Department have to take an internship program of teaching practice at a chosen school. Therefore, a sufficient preparation should be done in order to train them how to deal with a real classroom. As a result, they can run the internship program as it should be. C. The Learning Outcomes By the end of this session, students are expected to be able to:
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1. set the specific objective/s based on syllabus; 2. determine and develop teaching materials based on the objective/s; 3. deliver the lesson plan and use appropriate classroom languages or classroom instructions; 4. develop a set of instrument of evaluation.
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Developing Skills and Strategy during Teaching Practice ================================================== A teaching practice should be a complete instructional activity and should be related to the topics or subject matter which is stated in curriculum and syllabus in use or the particular level of school or class. It should consist of pre-activity, main activity, and post activity (Unit 3). While preparing the teaching performance, it is important to consider some points out of the lesson plan itself. That is usually related to the mental preparedness. The following point discussions explain some items that will be faced by students before, during, and after teaching practice session. Expectedly, if all preparation has been fulfilled, the performance will be running as it should be, and the students can get feedback and input for his/her improvement. 1. Before Teaching Performance a. Things to Consider There are several things to "think" before performing besides the clear objective/s. This is related to managing
the
classroom.
The
classroom
management areas commonly include:
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✓ Appropriacy, movement, awareness (Harmer, 2007)
•
Appropriacy It is related to the way of deciding how close to the students we should be when working with them. It is because the teacher's position whether she is on the edge of tables, stands behind a lectern, etc. make strong message what kind of person the teacher is.
•
Movement The way we are moving during the lesson or explanation, will affect students' attention. It is worth remembering that unmoving teachers can bore students, otherwise the teachers who likes constantly in motion from side
to side,
can easily
make them
exhausted.
•
Awareness What students are doing and, if possible, what students are feeling should become teacher's
awareness.
The
therefore, 92 | P a g e
watching and listening is as important as teaching. It is important to be as conscious as possible of what is going on in students' head. ✓ Teacher talk and students talk (Harmer, 2007) & (Scrievener, 2011) Teacher Talk and students talk time (TTT and STT) The amount of time teacher should talk in the class should give beneficial to the students. Because the more a teacher talks, the less chance there is for students to practice their speaking. The teacher should get balance time between TTT and STT. ✓ Classroom interactions (Scrievener, 2011) The classroom interactions commonly include:
•
whole class working together with the teacher;
•
whole class moving around and mixing together as individuals (a mingle);
•
small groups ( three to eight people);
•
pair work;
•
individual work. 93 | P a g e
A lesson can involve a number of those difference arrangements. That can give a variety of experiences for learners. ✓ Giving instructions (Harmer, 2007) The students learn a lot of their language when they hear teacher's instructions, comments, and small
talks
or
the
chit-chat.
Therefore,
maximizing the effective classroom instruction can give "comprehensible input" for students. b. Rehearsal Rehearse time can be an experiment time before performance.
Evaluating
own
performance
in
delivering a particular lesson will give valuable experiment. c. Make certain everything has been ready The following checklist can help to check the preparation (HUMBER, 2011). YES
NO
1. Is my topic clear, specific, and limited? 2. Are the sub-closely related to the main topic? 3. Are my objectives clear, specific,
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4. 5. 6. 7. 8.
9. 10.
and learners centered? Do I know what my time limit is? Do I have a plan for management of this time? Have I consulted a variety of Are all necessary materials and teaching aids ready? Have I chosen a strategy of teaching, which will encourage maximum group involvement in learning experience? Do I have extra material available as a back up? Is my plan flexible enough to allow for questions and discussions?
2. The Microteaching Session Before start teaching, what class or level that will be taught should be mentioned in order to inform the other students. So that, they can be pretend or play a role as the "students". a. Things should be performed The student's performance should include: ✓ The clear statement of what class or level they will teach; 95 | P a g e
✓ The objective/s of the lesson should be written on the board or flip chart. ✓ The performance should reflect three stages Preactivity, main activity, and post activity. b. Procedure of Teaching Practice ✓ Each student should perform 20 to 30 minutes of a complete lesson plan. ✓ The complete lesson plan should include: ▪
Pre-activity: introduction and bridge-in
▪
Main activity:
▪
Post activity: a way of summarizing and integrating explanation,
the
main
points
demonstration,
of or
classroom discussion. ✓ Each student should begin their performance with an explicit statement of goals/objective. It can be written on the board, distributed on sheets, displayed on slide, or stated at the beginning of performance. ✓ While a student performs his/her teaching, the others should play a role as "students". After performance, they should write down any 96 | P a g e
comment on the provided form, or point out the other important aspect of the performance
D. References CELT. (2016, December 2). Retrieved September 15, 2017, from Iowa State University: http://www.celt.iastate.edu/?s=taxonomy+for+learning Harmer, J. (2012). Essential Teacher Knowledge: Core Concept in English Language Teaching. Essex: Pearson Education Limited. Harmer, J. (2007). How to Teach English. Essex: Pearson Education Limited. Harmer, J. (2007). The Practice of English Language Teaching. New York: Longman Publishing. HUMBER. (2011). Retrieved October 1, 2017, from Center of Teaching and Learning Web Site: https://www.humber.ca Isaacs, G. (1996). Teaching and Educational Development Institute. Retrieved September 13, 2017, from The University of Queensland: https://kaneb.nd.edu/assets/137952/bloom.pdf
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Kebudayaan, K. P. (2013). Kurikulum 2013 Kompetensi Dasar Sekolah Menengah Atas (SMA) / Madrasah Aliyah. Jakarta: Kementrian Pendidikan dan Kebudayaan. Kemendikbud. (2017, 7 24). Retrieved 9 17, 2017, from infokemendikbud: http://www.infokemendikbud.com/2017/07/pentinginilah-perbedaan-revisi-k13.html?m=1 Kemendikbud. (2016). Silabus Mata Pelajaran Sekolah Menengah Atas / Madrasah Aliyah / Sekolah Menengah Kejuruan / Madrasah Aliyah Kejuruan (SMA/MA/SMK/MAK) . Mata Pelajaran Bahasa Inggris , 7. Kurniasih, I., & Sani, B. (2014). Sukses Mengimplementasikan Kurikulum 2013 Memahami Berbagai Aspek Dalam Kurikulum 2013. Surabaya: Kata Pena. Kurniasih, Imas; Sani, Berlin. (2014). Implementasi Kurikulum 2013 Konsep & Penerapan. Surabaya: Kata Pena. Ranoptri, D. (2017, May 20). Silabus Kurikulum 2013 SMA/MA Revisi 2016 Mapel Wajib Dan Peminatan Update Tahun Pelajaran 2016/2017. Retrieved September 11, 2017, from Kurikulum 2013 Web site: http://www.kurikulum2013.net/
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Richards, Jack C.; Schmidt, Richards. (2002). Dictionary of Language Teaching & Applied Linguistics. London: Pearson Education Limited. Scrievener, J. (2011). Learning Teaching: The Essential Guide to English Language Teaching (Third Edition ed.). London: Macmilan Publishers Limited. Wilson, L. O. (2017). The Teaching Essential. Retrieved September 15, 2017, from The Second Principle: http://thesecondprinciple.com/recommendations/
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